CHAPTER 3

Applications of vectors in the plane

3.1 Overview
3.1.1 Introduction
In Chapter 2, we discussed the theory
of vectors. As vectors allow us to con-
sider motion and force in three dimensions,
they are the ideal mathematical tool for
dealing with the motion of objects and the
forces acting on them. In this chapter, we
will consider the applications of vectors —
displacement, velocity, forces in equilib-
rium and relative velocity.
An understanding of the causes of motion
is fundamental to our understanding of the
world. All around us objects are in motion,
from tiny particles to planets.
Sir Isaac Newton was an English
mathematician and physicist in the
seventeenth century. He is considered one of the most influential scientists of all time. In 1665, when
Cambridge University was closed due to an outbreak of the bubonic plague, Newton was sent home to his
family’s farm at Woolsthorpe Manor. There he spent time formulating ideas that would lead to revolutionary
advances in mathematics, optics, physics and astronomy. (The event of an apple falling from the tree and
inspiring his theories on gravity is thought to have occurred during this time.)
The publication of Newton’s Philosophiae Naturalis Principia Mathematica in 1687 was one of the keys
to unlocking the mysteries of the physical world. His three simple laws accurately describe the motion of
large objects, and with his mathematical descriptions of mechanics and gravity, lunar and planetary motion
can be explained. The mathematical models embodied in his First and Second Laws of Motion are based on
the effect that forces have on the acceleration of objects treated as point particles.

LEARNING SEQUENCE
3.1 Overview
3.2 Displacement and velocity
3.3 Force and the triangle of forces
3.4 Force and the state of equilibrium
3.5 Relative velocity
3.6 Review: exam practice

Fully worked solutions for this chapter are available in the Resources section of your eBookPLUS at
www.jacplus.com.au.

100 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
3.2 Displacement and velocity
3.2.1 Applications of vector addition
Technology will be required throughout this chapter where trigonometric ratios for angles other than
the angles 30°, 45° and 60° need to be determined.
Vectors have applications in surveying, navigation, orienteering and many other areas where problems need
to be solved that involve displacement and velocity.
When considering a vector problem, draw a diagram and use the properties of two-dimensional vectors to
help solve the problem.

WORKED EXAMPLE 1

A man walks 4 km due north, then 3 km due west.

If î and ĵ represent unit vectors of 1 kilometre in the
directions of east and north respectively, determine:
a. his position vector
b. his displacement and true bearing from his starting
point.

THINK WRITE

1. Let the man start at point O. He then walks 4 km N

north to point A, then 3 km west to point B. 3 km
B A
4 km

β ĵ
W E
O î

S
2. ⃗ and AB.
Find the vectors OA ⃗ As î represents a unit ⃗ = 4ĵ
OA
vector in an easterly direction, the vector AB ⃗ in a ⃗ = −3î
AB
westerly direction will be negative.
⃖⃖⃖⃖⃖⃗ = OA
3. Use vector addition, OB ⃖⃖⃖⃖⃖⃗ + AB,
⃖⃖⃖⃖⃖⃗ to find his ⃖⃖⃖⃖⃖⃗ = OA
OB ⃖⃖⃖⃖⃖⃗ + AB
⃖⃖⃖⃖⃖⃗
position vector. ⃖⃖⃖⃖⃖⃗ = −3î + 4ĵ
OB
√
4. The distance OB is the magnitude of this vector. d (OB) = (−3)2 + 42
It can be abbreviated to d(OB). √
= 9 + 16
√
= 25
= 5 km

CHAPTER 3 Applications of vectors in the plane 101

 4
5. Use direction cosines to find the bearing. cos (𝛽) =
5
4
𝛽 = cos−1
(5)
𝛽 = 36.87°
𝛽 = 36°52′
Alternatively, 360 − 36°52′ = 323°8′
as a true bearing.
6. State the final answer in a sentence. The man’s displacment is 5 km on a
bearing 323°8′T.

Although the next two worked examples could be solved using the sine and cosine rules, they can be now
solved using the method of resolution of vectors, which is usually an easier method.

WORKED EXAMPLE 2

A group of hikers walk 3 km due south, then turn and

walk 2 km on a bearing S25°W. If î and ĵ represent unit
vectors of magnitude 1 kilometre in the directions of east
and north respectively, determine:
a. the position vector of the hikers from their initial
starting point
b. the hikers’ distance and bearing from their starting
point.
Give your answers correct to 3 decimal places.

THINK WRITE

a. 1. Draw a diagram, labelling the starting point a. N

as the origin, O, the first point as A and their
final point as B.

J˄
W E
β O I˄
3

2 A
B 25°

S
2. The hikers walk 3 km south from O to the ⃗ = −3ĵ
OA
point A. As ĵ represents a unit vector in a
⃗
northerly direction, the southerly vector OA
will be negative.
3. They walk from A to B, a distance of 2 km ⃗ = −2 sin (25°) î − 2 cos (25°) ĵ
AB
on a bearing S25°W. Resolve the vector AB. ⃗

102 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
 4. ⃖⃖⃖⃖⃖⃗ = OA
Use vector addition to find OB ⃖⃖⃖⃖⃖⃗ + AB,
⃖⃖⃖⃖⃖⃗ ⃖⃖⃖⃖⃖⃗ = OA
OB ⃖⃖⃖⃖⃖⃗ + AB
⃖⃖⃖⃖⃖⃗
which represents their position vector, and = −3ĵ + (−2 sin (25°) î − 2 cos (25°) ĵ)
group like components. = −2 sin (25°) î − (3 + 2 cos (25°)) ĵ
5. Use a calculator to find the position vector ⃖⃖⃖⃖⃖⃗ = −0.845î − 4.813ĵ
OB
correct to 3 decimal places.
b. 1. The distance from O to B is the magnitude b. ⃖⃖⃖⃖⃖⃗|
d (OB) = ||OB |
of this vector. √
= (−0.845)2 + (−4.813)2
√
= 23.88
= 4.886

⃖⃖⃖⃖⃖⃗ −4.813
2. The bearing is the angle that the vector OB cos (𝛽) =
4.8857
makes with the y-axis or the north direction.
𝛽 = cos−1 (0.2016)
= 170.04°
= 170°2′
3. Alternative bearings are possible. 360° − 170°2′ = 189°58′ as a true bearing.
4. State the final answer in a sentence. The hikers are 4.89 km from their starting
point on a bearing 189°58′T.

3.2.2 Applications using vector subtraction

Sometimes when solving vector problems, we may need to subtract two vectors.

WORKED EXAMPLE 3

A train leaves a point O and travels a distance of 45 km on a bearing N25°W. At the same time a
car leaves the same point O and travels a distance of 65 km on a bearing S55°W. If î and ĵ
represent unit vectors of magnitude 1 kilometre in the directions of east and north respectively,
determine the position vector of the train from the car. Hence, calculate the final distance correct
to 2 decimal places and the true bearing of the train from the car.

THINK WRITE

1. Draw a diagram, labelling the origin, O, the N

train at point T and the car at the point C. The

⃗ and OC
vectors OT ⃗ represent the position T
25°
vectors of the train and car respectively.
45 ĵ
W E
O î
β 65
55°
C

CHAPTER 3 Applications of vectors in the plane 103

 2. By ⃖⃖⃖⃖⃗ write down the
resolving the vector OT, ⃖⃖⃖⃖⃗ = −45 sin (25°) î + 45 cos (25°) ĵ
OT
position vector of the train.
⃖⃖⃖⃖⃖⃗ write down the
3. By resolving the vector OC, ⃖⃖⃖⃖⃖⃗ = −65 sin (55°) î − 65 cos (55°) ĵ
OC
position vector of the car.
4. The position vector of the train from the car is ⃖⃖⃖⃖⃗ = OC
OT ⃖⃖⃖⃖⃖⃗ + CT
⃖⃖⃖⃖⃗
⃖⃖⃖⃖⃗ This vector is found using
given by CT. ⃖⃖⃖⃖⃗ = OT
⃖⃖⃖⃖⃗ − OC
⃖⃖⃖⃖⃖⃗
CT
subtraction of the two vectors OT ⃖⃖⃖⃖⃗ and OC.
⃖⃖⃖⃖⃖⃗
5. Substitute for the two vectors. ⃖⃖⃖⃖⃗ = (−45 sin (25°) î + 45 cos (25°) ĵ)
CT
− (−65 sin (55°) î − 65 cos (55°) ĵ)
6. Use the rules for subtraction of vectors. ⃖⃖⃖⃖⃗
CT = (65 sin (55°) − 45 sin (25°)) î
+ (45 cos (25°) + 65 cos (55°)) ĵ
7. Using a calculator, give the position vector ∴ CT⃗ = 34.227ĵ + 78.066ĵ
⃖⃖⃖⃖
correct to 3 decimal places.
√
⃖⃖⃖⃖⃗|
|CT 34.2272 + 78.0662
8. The distance of the train from the car is the | |=
magnitude of this vector. √
= 7265.788
= 85.24
⃖⃖⃖⃖⃗ 78.066
9. The bearing is the angle that the vector CT cos (𝛽) =
85.24
makes with the north direction.
𝛽 = cos−1 (0.9158)
= 23.675
= 23°40′
10. State the final answers in a sentence. Note that The train is at a final distance of 85.24 km
other possible equivalent bearings are also from the car on a bearing 23°40′T.
acceptable.

Units 1 & 2 Area 2 Sequence 2 Concept 1

Applications of vector addition and subtraction Summary screen and practice questions

Exercise 3.2 Displacement and velocity

Technology active
1. WE1 A train leaves Roma Street Station and travels 7 km due east, then turns a corner and travels 24 km
south. If î and ĵ represent unit vectors of 1 kilometre in the directions of east and north respectively,
determine:
a. the position vector of the train
b. the train’s displacement from its starting point.

104 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
2. A jogger runs 1200 metres due south, then
500 metres due west. If î and ĵ represent unit
vectors of 1 metre in the directions of east
and north respectively, determine:
a. the position vector of the jogger from her
initial starting point
b. her displacement from her starting point.
3. WE2 A plane flies 35 km due south, then

turns and travels 25 km on a bearing S35°W.

If î and ĵ represent unit vectors of magnitude
1 kilometre in the directions of east and north
respectively, determine:
a. the plane’s position vector from its initial
starting point
b. the plane’s distance (to 2 decimal places)
and bearing from its starting point.
4. A ship moves 70 km due west, then turns
and moves 240 km on a bearing N53°W.
If î and ĵ represent unit vectors of magnitude
1 kilometre in the directions of east and
north respectively, determine:
a. the ship’s position vector from its initial
starting point
b. the ship’s distance and bearing from its
starting point.
5. WE3 Amanda leaves a point O and runs a distance of 6 km on a bearing N37°E. At the same time

Brianna leaves the same point O and walks a distance of 2 km on a bearing S48°E. If î and ĵ represent
unit vectors of magnitude 1 kilometre in the directions of east and north respectively, determine:
a. the position vector of Amanda from Brianna
b. the final distance (correct to 2 decimal places) and the true bearing of Amanda from Brianna.
6. A train leaves a point O and travels at a speed of 100 km/h on a bearing N34°W. At the same time a car
leaves the same point O and travels at a speed of 60 km/h on a bearing S50°W. If î and ĵ represent unit
vectors of magnitude 1 kilometre in the directions of east and north respectively, determine:
a. the position vector of the train from the car after 30 minutes
b. the distance between the car and the train and the true bearing of the train from the car at this time.
7. Petra is an avid horse rider. One day she leaves the
stable and rides 3 km due east, then turns and
rides 2 km 138°T. If î and ĵ represent unit vectors
of magnitude 1 kilometre in the directions of east
and north respectively, determine:
a. Petra’s position vector from the stable
b. Petra’s distance in kilometres, correct to
2 decimal places, and true bearing from
the stable.

CHAPTER 3 Applications of vectors in the plane 105

 8. A yacht moves 1600 metres due south from a
buoy, then turns and travels 800 metres on
a bearing 158°T. If î and ĵ represent unit vectors
of magnitude 1 metre in the directions of east and
north respectively, determine (to 2 decimal places):
a. the yacht’s position vector from the buoy
b. the yacht’s distance, correct to the nearest
metre, and true bearing from the buoy.
9. A bus leaves a depot and travels 4 km due west,
then turns and travels 6 km on a bearing N58°W.
If î and ĵ represent unit vectors of magnitude
1 kilometre in the directions of east and north respectively, determine:
a. the position vector of the bus from the depot
b. the bus’s distance in kilometres, correct to 2 decimal places, and bearing from the depot.
10. A water skier leaves a point O and travels a distance of 300 metres on a bearing N27°W. At the same
time a boat leaves the same point O and travels a distance of 800 metres on a bearing S39°W. If î and ĵ
represent unit vectors of magnitude 1 metre in the directions of east and north respectively, determine:
a. the final position vector of the water skier from the boat
b. the distance in metres, correct to 1 decimal place, and the true bearing of the water skier from the
boat in their final position.
11. A plane leaves an airport and travels at 300 km/h on a bearing S48°W. At the same time a helicopter
leaves the same airport and travels at 90 km/h on a bearing E26°S. If î and ĵ represent unit vectors of
magnitude 1 kilometre in the directions of east and north respectively, determine:
a. the position vector of the helicopter from the plane after 30 minutes
b. the distance, correct to the nearest kilometre, and the true bearing of the helicopter from the plane
after 30 minutes.
12. A police car leaves a station and travels a distance of d1 km due east, then turns and travels a further
distance of d2 on a bearing 𝜃°T, where 0° < 𝜃 < 90°. If î and ĵ represent unit vectors of magnitude
1 kilometre in the directions of east and north respectively, determine the position vector and distance of
the police car from the station.

13. A taxi leaves a point O and travels a distance of d1 km on a bearing E𝜃1 °N, where 0° < 𝜃1 < 90°. At the
same time a motorbike leaves the same point O and travels a distance of d2 km on a bearing E𝜃2 °S,
where 0° < 𝜃2 < 90°. If î and ĵ represent unit vectors of magnitude 1 kilometre in the directions of east
and north respectively, determine the final position vector and distance of the taxi from the motorbike.

106 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
3.3 Force and the triangle of forces
3.3.1 What is a force?
We all know from experience what a force is. It is a ‘push’ or a ‘pull’. The force due to gravity acts on us all the
time. A bar magnet repels a second bar magnet: a magnetic force acts here. The force of friction slows down
the wheel of a bike when the brakes are applied. Air resistance retards the motion of athletes. In both these
cases there is relative motion between two objects. The strings of a tennis racquet when stretched exert a force
on a tennis ball while the strings and ball are in contact. In all these examples, objects which have unbalanced
forces acting on them tend to undergo a change in their motion; objects which have a balanced set of forces
acting on them maintain their motion. Objects under balanced forces are said to be in equilibrium.
The forces that we will discuss in this chapter can be classified as one of three types: field forces, applied
forces, and resistive forces.

Field forces
Field forces act without physical contact between objects. The
weight force which acts on an object due to the presence of an
external gravitational field or the electric force which influences the
motion of a charged particle are examples of field forces.

Applied forces
Applied forces are the pushes or pulls exerted on objects due to
contact. They are forces with which we have daily experience. The
normal contact force acting upwards on a book resting on a table or
on us as we stand on the floor or sit on a chair are examples of applied
forces. Other examples of applied forces include tensile forces in
taut strings and cables (as in the cable used by a crane or rescue
helicopter), and compressive forces acting on weight-bearing rods.

Resistive forces
Air drag and friction are examples of resistive forces. This type of
force occurs when two objects move or attempt to move relative to
one another. Air drag has been put to good use in the design of hang
glider; it is found also, in the resistance between a moving body
like a car and the air. An example of friction is seen in a bicycle
that is slowing down on level ground, even without the brakes being
applied.

3.3.2 What is a particle?

We are all familiar with the notion of a particle, but in Newtonian dynamics a particle is used to model an
object and is taken to be a point. That is, the size of the object is not relevant and any internal movements such

CHAPTER 3 Applications of vectors in the plane 107

as spin and change in shape are not included in the model. A particle can, in principle, model the movement
of a bullet, a car, a diver or a planet, provided that we accept the model as an approximation to the motion of
the real objects they represent. Any force that acts on a particle is said to act through the point that defines the
position of the particle.
For example, if we were to describe the various forces acting on a car, we would include the upwardly
directed contact forces exerted on the car by the road at each of the four tyres in addition to frictional forces
exerted on the tyres by the road. If the car was moving, we would add the drag forces due to the movement
of the car through the air. There would be the weight force acting on the car due to the gravitational field
of the earth. If we were to treat the car as a particle, we would describe all these forces as acting through a
single point. The word particle serves to define the position of an object and sets it apart from the rest of the
immediate environment.

3.3.3 What assumptions do we make in Newtonian dynamics?

In modelling motion we make the following assumptions so that problems can be solved to give reasonably
accurate predictions.
Term Meaning
Light (body or string) Object has no mass.
Smooth No frictional forces are exerted.
Inextensible Strings or ropes do not stretch.
Rigid Objects do not change shape when forces are applied to them.
Perfectly elastic Applied forces do not permanently deform an object (for example, a spring).
In many cases we ignore the presence of forces which would be insignificant, such as air drag on slowly
moving objects.

3.3.4 The resultant force, R

~
Crucial to a good understanding of Newton’s laws of motion is the concept of a net or resultant force acting
on a particle. Force is a vector quantity because a force has not only a magnitude but also a direction. The
unit of force is the newton (N). (This is a derived unit, which is simply one defined in terms of the standard
units, namely distance, time and mass. This will be discussed later.)
Forces can be described in two ways:
1. Using î − ĵ notation
For example,~ F = 2î − 4ĵ N (only coplanar forces will be considered).
2. Using size and direction notation.
For example, F~ = 200 N, N45°E is a force of magnitude 200 N directed at an angle 45° from north
towards east.
The net or resultant force is simply the vector sum of all real physical forces acting on the particle. It
represents the sum or total force acting on a particle representing an object. It is not in itself a real force, only
the sum of real forces.

The net or resultant force acting on a particle is the vector sum of all real forces acting on that
particle.

Force diagrams
Individual forces are one of three types — field, contact or resistive — and are drawn as vectors which indicate
their direction and magnitude.

108 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
WORKED EXAMPLE 4

Draw ‘vector diagrams’ to represent the forces involved in the situations shown below as a set of
vectors acting on a point particle. Indicate the relative size of the force by the length of the vector
arrows. Further indicate the nature of each of the forces acting by labelling them W ~ for weight, N~
for normal contact, F~ for friction, A
~ for applied force and D~ for air drag or air resistance.
a. A stationary person b. Constant velocity c. Accelerating

d. Constant e. f.
velocity

Constant
velocity
Cricket ball
through the air Ball rolling down a slope

THINK WRITE

In the force diagrams for a to f, treat each object as a particle.

a. There are two equal, opposing forces: the weight force a. N
~
down, which is a field force, and the normal contact force up.

W
~

b. 1. A cart moving at constant velocity has balanced b. ~N

horizontal forces. D
~ A
~
2. Any resistive forces (D) must be balanced by an applied
~
force (A
~ ) to keep the cart moving at constant velocity. W
~
3. The cart will have balanced vertical forces arising from
the weight force of the cart and the normal contact force.

c. An accelerating cart will have balanced vertical forces as c. N

~
in a and b but unbalanced horizontal forces giving rise to A
~D ~
an acceleration.

W
~
d. 1. A ball moving through the air will have the vertical force d. A
~
of weight and the resistive force of air drag. ~D
2. As the ball is moving at constant velocity, the drag force W
~
will be in the opposite direction to that of the ball and the
applied force acting on it to maintain constant velocity.

CHAPTER 3 Applications of vectors in the plane 109

 e. A ball rolling down a slope will have a weight force directed e. N
~
vertically down, a normal contact force perpendicular to the ~F
slope and a resistive or frictional force.
W
~

f. The parachutist has a constant velocity (i.e. is not f. D

~
accelerating) so will have two balanced vertical forces: one
down due to the weight force and the second upwards due to
air drag.
W
~

WORKED EXAMPLE 5

Three forces — ~F1 , ~F2 and ~F3 — act on a ball as shown in the force vector diagram.
The three forces are described by the vectors:
F
~ 1 = 4î − 5ĵ
F ~3 ĵ
F
~2
~ 2 = 10î + 2ĵ
F
î
~ 3 = −6î + 7ĵ.
F
F
a. Determine the resultant force R ~1
~ , the sum of the three forces F
~ 1, F
~ 2 and F
~ 3.
b. Determine the magnitude of the resultant force |R
~ |.
c. Determine
~ makes with the î vector.
the angle that the vector R
d. The
~ = 0; that is, the resultant force equals zero. Determine the
~ 1 is changed so that R
force F
force F
~ 1.
THINK WRITE

The resultant force R ĵ

a. 1.
~ is the sum of the forces a. R
~
F
~1 , F
~ 2 and F
~3 . F
î ~3
F
~1
F
~2

2. Evaluate R
~. ~ = ∑F
R ~
=F~ +F
1 ~2 + F
~3
= 4î − 5ĵ + 10î − 2ĵ − 6î + 7ĵ
= 8î + 4ĵ

110 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
 √
b. 1.The magnitude of the vector R ~ is its length. b. ~ || =
|| R ~⋅R
R ~
√
2. The symbol || R || or R is used to represent the = (8î + 4ĵ) ⋅ (8î + 4ĵ)
~
magnitude of a vector R ~. √
3. Recall that î ⋅ î = ĵ ⋅ ĵ = 1 and î ⋅ ĵ = ĵ ⋅ î = 0, and = 82 + 42
√
evaluate || R
~ || . = 80
√
=4 5
c. 1. Define 𝜃. c. Let the angle that R makes with î be 𝜃.
~
2. Then use the result for the dot product of two Let R
~ ⋅ î = | R
|~| | | î | cos 𝜃.
a⋅~
vectors ~ b = ||~ b || cos 𝜃.
a || || ~ (8î + 4ĵ) ⋅ î
cos 𝜃 = √
4 5×1
8
3. Evaluate 𝜃 to the nearest tenth of a degree. cos 𝜃 = √
4 5
≈ 26.6°
d. 1.The vector sum of all forces is now equal to zero. d.
~=F
R ~1 + F
~2 + F~3
Set R~ = 0. =0
2. Make F1 the subject of the equation.
~ ~ 1 = −(F
F ~2 + F
~3 )
3. Substitute F2 and F3 into the equation and simplify
~ ~ ~ 1 = − (10î + 2ĵ − 6î + 7ĵ)
F
to find F
~ 1 . = −4î − 9ĵ

TI | THINK WRITE CASIO | THINK WRITE

a.1. On a Calculator page, a.1. On the Run-Matrix screen,
complete the entry line as: select MAT/VCT by pressing
[4 − 5] + [10 2] + [−6 7] F3.
then press ENTER. Select M ⇔ V by pressing
Note: The matrix template F6 to switch from the Matrix
can be found by pressing screen to the Vector screen.
the templates button. To define F1 as Vector A,
~
highlight VCT A and press EXE.
Change the dimension to 1 × 2,
then press EXE.
Enter the values 4 and –5 into
the matrix template. then press
EXIT.
Repeat these steps to define F2
~
as Vector B and F3 as Vector C.
~

2. The answer appears on the R = 8î + 4ĵ 2. On the Run-Matrix screen,

~
screen. complete the entry line as:
Vct A+Vct B+VctC
then press EXE.
Note: To find ‘Vct’, press
OPTN, then select MAT/VCT
by pressing F2. Press F6 twice to
scroll to more menu options,
then select Vct (by pressing F1).

CHAPTER 3 Applications of vectors in the plane 111

3. Press VAR and type ‘r’ to 3. The answer appears on the R = 8î + 4ĵ
~
store the result as R. screen.
~

4. Press the ‘Store’ button, then

select Vct (by pressing F1) and
type ‘R’. This will store the
result as R.
~
b.1. Press MENU, then select: b.1. Press OPTN, then select
7: Matrix & Vector MAT/VCT by pressing F2.
7: Norms Press F6 three times to scroll to
1: Norm. more menu options, then select
Complete the entry line as: Norm (by pressing F1).
norm(r) Complete the entry line as:
then press ENTER. Norm(Vct R)
then press EXE. √
2. The answer appears on the | R| = 8.944 2. The answer appears on the | R| = 4 5
| ~| | ~|
screen. screen.
Note: The calculator will
give a decimal answer, not
an exact answer.
c.1. Complete the next entry c.1. Use the steps outlined in a1 to
line as: define the vector î + 0ĵ as
dotP(r, [ 1 0 ]) Vector D.
cos−1
( norm(r) ) Press OPTN, then select
then press ENTER. MAT/VCT by pressing
Note: ‘dotP(’ can be found F2. Press F6 twice to scroll to
by pressing MENU and more menu options, then select
then selecting: Angle (by pressing F4).
7: Matrix & Vector Complete the entry line as:
C: Vector Angle(Vct R, Vct D)then press
3: Dot Product. EXE.
Similarly, ‘norm’ can be
found by pressing MENU
and then selecting:
7: Matrix & Vector
7: Norms
1: Norm.
2. The answer appears on the The angle is 26.6°. 2. The answer appears on the The angle is 26.6°
screen. screen.
d.1. Find an expression for F 1 . F1 + F2 + F3 = 0 d.1. Find an expression for F 1 . F1 + F2 + F3 = 0
~ ~ ~ ~ ~ ~ ~ ~
∴ F1 = 0 − F2 − F3 ∴ F1 = 0 − F2 − F3
~ ~ ~ ~ ~ ~
2. Complete the next entry 2. Use the steps outlined in a1
line as: to define the vector 0î + 0ĵ
[ 0 0 ] − [ 10 2 ] − as Vector E.
[ −6 7 ] Complete the next entry line as:
then press ENTER. Vct E – Vct B – Vct C
then press EXE.

3. The answer appears on the F1 = −4î − 9ĵ 3. The answer appears on the F1 = −4î − 9ĵ
~ ~
screen. screen.

112 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
The triangle of forces
If three non-parallel forces acting on a particle have a resultant force of zero then the X
~
three forces can be represented in a triangle since the vector sum of the forces is zero.
~ = X
From the figure, if R ~ +Y ~ +Z ~ = 0, then the three forces X ~, Y
~ and Z~ can be
represented in a triangle representing the magnitude and direction of the three forces.
Y Z
X ~ ~
~
Z
~

Y
~

The advantage of representing three forces in a triangle is that the sine rule and/or cosine rule can be used
to solve some problems involving three forces whose vector sum is zero. That is:

a b c B
Sine rule: = = c a
sin A sin B sin C
A C
Cosine rule: a2 = b2 + c2 − 2bc cos A b

WORKED EXAMPLE 6

Three forces — A ~, B
~ and C~ — act on an object such that the resultant force is zero. The force A
~
acts at an angle of 150° to the force B
~ and they have the same magnitude of 20 N.
a. Determine the magnitude of C.
~
b. Calculate the angle that the force C makes with B to the nearest degree.
~ ~

THINK WRITE

a. 1. Draw a force vector diagram of three forces a. A

~
acting through a point with an angle of 150°
between A ~ and an angle of 𝜃 between
~ and B 150°
B
~ and C~. θ
C
~
B
~
2. To determine the angle between A and B,
draw a sketch. B
A
~
30°
150° 60°
60° θ
C
~
B
~

CHAPTER 3 Applications of vectors in the plane 113

 A
3. Since the resultant of the three forces is ~
zero, place them in a triangle of forces. C
~
(180 – θ)°
4. Mark the angle between A and B as
~ ~
180° − 150° = 30° and the angle between
30°
B
~ and C ~ as 180° − 𝜃. B
~
5. Recall the cosine rule and substitute a2 = b2 + c2 − 2bc cos A
a = C, b = 20, c = 20 and A = 30°. C2 = 202 + 202 − 2 × 20 × 20 cos 30°
= 107.18
6. Solve for C to find the magnitude of C
~. C = 10.35
7. State the solution. The magnitude of force C ~ is approximately
10.35 newtons.
a b
b. 1. Recall the sine rule and substitute a = 20, b. =
sin A sin B
A = 180° − 𝜃, b = 10.35 and B = 30. 10.35
20
=
2. Invert both sides of the equation. sin(180 − 𝜃)° sin 30°
sin(180 − 𝜃)° sin 30°
=
3. Make sin(180 − 𝜃)° the subject of the 20 10.35
equation. 20 sin 30°
sin(180 − 𝜃)° =
10.35
4. Find the value of 180° − 𝜃.
= 0.9662
180° − 𝜃 = sin−1 (0.9662)
5. Solve for 𝜃.
= 75.06°
6. State the solution to the nearest degree.
𝜃 = 104.94°
The angle between forces B
~ and C
~ is
approximately 105°.

Note: The angle between two forces in the ‘real’ situation and the angle between them in a triangle of three
forces are supplementary; that is, they sum to 180°.

Digital document: SkillSHEET The sine rule (doc-26831)

Digital document: SkillSHEET The cosine rule (doc-26832)
Digital document: SpreadSHEET Vector addition (doc-26833)

Units 1 & 2 Area 2 Sequence 2 Concepts 2 & 3

Types of forces Summary screen and practice questions

Resultant force and equilibrium Summary screen and practice questions

114 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
Exercise 3.3 Force and the triangle of forces

Technology free
1. WE4 Draw vector diagrams to represent forces which act on the following objects. Indicate the relative

size of the force by the length of the vector arrows. Further indicate the nature of each of the forces acting
by labelling them: N ~ for normal contact forces, W ~ for gravitational forces (that is, weight), A
~ for applied
forces, D~ for air resistance (drag) forces, and F
~ for friction forces.
a. A book sitting on a table.
b. A ball falling vertically through the air at constant speed.
c. A car driving on a horizontal road at a constant speed.
d. A boat drifting through the water at constant speed.
e. A body sliding across a smooth horizontal surface at constant velocity.
f. A car accelerating on a horizontal road.
g. A body at rest on an inclined plane.
h. A body sliding down an inclined plane at constant speed.
i. A ball travelling vertically up (include air resistance).
j. A ball travelling vertically down (include air resistance).
Technology active
2. Refer to the diagram to answer the following questions.
y
4 3

0 x
4 3 3
Using î and ĵ notation, determine the exact value of the resultant force.
a.
b. Determine the magnitude of a third force for the resultant force to be zero.
3. MC The three coplanar forces A, B and C act in such a way that the resultant force is zero. Use a triangle
~ ~ ~
of forces to assist in answering the following questions.
A (5 newtons)
~

C
~

B (4 newtons)
~
The magnitude of C
a.
~ is:
A. 15 N B. 21 N C. 3 N D. −21 N
b. The angle between the forces A and C, to the nearest degree, is:
−1
~ −1 ~
A. 180 − sin (0.8) B. sin (0.8) C. cos−1 (0.8) D. 180 − cos−1 (0.8)
4. WE5 Two forces — F1 and F2 — act on an object. They are described by the vectors:
~ ~
i.
~ 1 = 13î − 5ĵ, F
F ~ 2 = 4î + 9ĵ ii. F1 = 8î + 6ĵ, F2 = 14î + 9ĵ
~ ~
√ √
iii. F1 = 2 2 î − 3ĵ, F2 = −3 5 î + 2ĵ.
~ ~
For each of the above, determine:
a. the resultant force, R, acting on the object
~
b. the magnitude of the resultant force, || R ||
~
c. a third force, F3 , applied to the body so that the resultant force is equal to zero.
~

CHAPTER 3 Applications of vectors in the plane 115

5. Three forces — F
~1 , F
~ 2 and F
~ 3 — act on an object. They are described by the vectors:
i.
~ 1 = 3î − 5ĵ, F
F ~ 2 = 4î + 9ĵ and F~3 = √−6î − 2ĵ
ii. F1 = î − ĵ, F2 = −2î + 3ĵ and F3 = 2 î − 2ĵ.
~ ~ ~
For each of the above, determine:
a. the resultant force, R, acting on the object
~
b. the magnitude of the resultant force, | R |
~
c. the angle that the vector R makes to the î vector, to 1 decimal place
~
d. a fourth force, F4 , applied to the body so that the resultant force is equal to zero.
~
6. In each of the following cases:
i. determine the resultant force, R, for the specified forces acting on a body
~
ii. deduce the additional force needed to attain equilibrium; that is, R = 0.
~
a. F = 25 N at N30°E and G = 45 N at N30°W
~ ~
b. W = −80ĵ and F = 50î + 75ĵ
~ ~
c. A = 26î − 80ĵ and B = −30î + 92ĵ
~ ~
d. F = 10 N at S50°W, G = 7.0 N at N45°W and H = 12 N at N70°E
~ ~ ~
7. WE6 Three forces — X, Y and Z — act on an object such that the resultant force R = 0. The force Y acts
~ ~ ~
at an angle of 120° to the force X ~ and has the same magnitude as the force X ~ , which is 10 N.
a. Determine the magnitude of Z.
~
b. Calculate the angle that the force Z makes to X.
~ ~
8. Three coplanar forces —A ~, B
~ and C~ — have magnitudes of 1000 N, 1200 N and 1700 N respectively.
They act on a body such that the resultant force is zero. Determine the angle between A ~ and B~.
9. Three forces — X ,
~ ~ Y and Z
~ — add to give a resultant force equal to zero.
X
~ Y
~
α
β θ

Z
~

a. Calculate 𝛽 (to the nearest degree) if 𝛼 = 135°, ||Z ~|| = 200 N and ||X
~ || = 150 N.
b. Determine ||Z|| (to 1 decimal place) if 𝛼 = 100°, 𝛽√= 135° and ||Y|| = 27 N.
~ ~
c. If ||X|| = ||Y|| and 𝛼 = 60°, demonstrate that ||Z|| = 3 ||X
~ ~ ~ ~ ||.

3.4 Force and the state of equilibrium

3.4.1 Newton’s First Law of Motion
Historically, Newton’s First Law of Motion had its origins
in some of the work done by Galileo. The law concerns
itself with the motion of a particle when the resultant force,
R
~ , acting on it is zero. It was a commonly held belief
that in order to have motion, an unbalanced force was
required. This belief seemed quite natural: clearly, carts
need to be pulled by horses in order to move and that balls
rolling across a lawn come to rest. However, experiments
showed that the force of friction could be used in both
cases to explain the apparent necessity of an applied force
to maintain constant motion.

116 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
It was Newton who stated that in the absence of an unbalanced force (that is, R~ = 0) acting on a body,
the body would continue in a state of uniform motion. The phrase ‘uniform motion’ is used to describe the
motion of a body with zero acceleration; that is, the velocity of the body is a constant.
Today we would write this as:
If ~ = 0 (the resultant force acting on the body is zero)
R
then v = c (the velocity of the body is a constant)
and thus a = 0 (the acceleration of the body is zero).

If the resultant force acting on a body is zero, then its acceleration is zero.

It is important to recognise that the inference above is equally valid in reverse. That is,
If a = 0 (the acceleration of the body is zero)
then v = c (the velocity of the body is a constant)
~ = 0 (the resultant force acting on the body is zero).
and thus R
When the net or resultant force acting on an object is equal to zero, it is commonly said that the body is
‘in equilibrium’. Such an object moves at a constant velocity. These types of situation belong to a class of
problems called statics.
To solve dynamics and related kinematics problems there is a clear strategy.
• Read the question carefully.
• Draw a clear diagram that contains all the information.
• Superimpose arrows depicting vectors which act on the body in question. This is called a force vector
diagram.
• Find the resultant force vector that is the sum of all forces acting on the body.

Mass and weight

We know from experience that some objects are harder to push
than others; that is, it is more difficult to modify their motion.
We call this property of matter inertial mass. The SI (Système
International d’Unités) unit for mass is the kilogram. It is harder
to stop or accelerate a large truck than a small car, the truck
having the greater mass.
Weight is a vector quantity. It is a force, equal to the product
of the acceleration due to gravity and the mass on which it is
acting. We often refer to ‘the weight of the object’ but the
object does not possess weight as an intrinsic quantity; it does,
however, possess mass. The SI unit for weight, since weight is a force, is the newton. Suppose that an astronaut
is somewhere in space where there is a zero gravitational field (g = 0 N/kg); he may be 70 kg, but he is said
to be ‘weightless’. The gravitational field strength g is a measure of the magnitude of the force of gravity
acting on a unit mass. Consequently it has the dimensions of force per unit mass. In SI units this is the newton
per kilogram (N/kg). The same 70 kg man on the surface of the Earth where the vector g has a magnitude
of 9.8 N/kg down would have a weight of 686 N or 70 N downward. That is, the weight W ~ of a mass m in a
gravitational field g is given by the equation:

~ = mg
W
~

CHAPTER 3 Applications of vectors in the plane 117

Note: The value for g of 9.8 m/s2 down is used universally in examples and problems in this textbook. Some-
times the unit for g is quoted as N/kg. This is the acceleration due to gravity. For a mass of 1 kg, it becomes
equal to the weight force when all other forces are ignored.

3.4.2 Resolving a force into its components

In many cases the size of a force acting in a particular direction needs to be calculated. For example, when
a jet aircraft is taking off from a runway the engines provide a thrust. Part of the thrust assists in lifting the
plane up into the air (the vertical component) and the other component exerts a horizontal push making the
plane move forward. In the diagram at right, the combined thrust of the jet’s engines is represented by a single
vector F~ acting on a particle representing the aircraft.
If F ĵ
~ is the applied force acting on the plane due to the action of the engines then
we can write the force vector as the sum of two vectors F ~x and F
~y that are parallel
î
to the unit vectors î and ĵ respectively.
~F
Thus ~=F
F ~x + F~y F
~y
θ
~=F
F ~x î + F
~y ĵ
Aircraft ~Fx
where ~ x = |F|| cos 𝜃
F
and F ~ || sin 𝜃.
~ y = ||F
The quantities Fx and Fy are referred to as the components of the vector force F
~
in the î and ĵ directions respectively.

~ can be resolved into perpendicular components:

A force F

~F = F cos 𝜃î + sin 𝜃ĵ
F
where F = |F
~ | and 𝜃 is the angle between ~ and î.
F

For example, if the combined thrust of the engines is

2 × 106 N and the plane during take-off had a 15° elevation
angle, then the vertical component would be:

~ || sin 𝜃
Fy = ||F
= 2 × 106 × sin 15°
≈ 5.18 × 105 N
while the horizontal component would be:
Fx = ||F
~ || cos 𝜃
= 2 × 106 × cos 15°
= 1.93 × 106 N
6 5
~ ≈ (1.93 × 10 ) î + (5.18 × 10 ) ĵ.
or F

Note: The î and ĵ components are usually horizontal and vertical components respectively, but they can be
rotated to suit a particular problem.

118 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
WORKED EXAMPLE 7

A water skier is being pulled along by rope attached

to a speed boat across a horizontal lake. The rope
makes an angle of 5° to the horizontal and exerts a
force of 6000 N on the skier.
a. Calculate the horizontal component of the force
exerted on the skier by the rope.
b. Calculate the vertical component of the force
exerted on the skier by the rope. The skier is
moving with a constant velocity.
c. Calculate the size of the horizontal resistance
forces on the skier.

THINK WRITE

~N
The skier has four forces acting on him: the weight
~T
1.
force, W ~ , acting vertically downwards; the normal ~F 5°
reaction, N ~ , of the water on the skier, acting vertically
upwards; the tension force, T ~, in the rope, acting 5° to
the horizontal; and the resistance forces, F ~ , acting W
~
horizontally against the direction of motion.
2. Draw a force vector diagram showing the forces acting
on the skier.
a. Evaluate the magnitude of the horizontal component of a. TH = 6000 cos 5°
T
~, T H . ≈ 5997 N
b. Evaluate the magnitude of the vertical component of b. TV = 6000 sin 5°

~, T V .
T ≈ 523 N
c. 1. Constant velocity means the acceleration is zero and in c. Since acceleration = 0,
turn the resultant of the horizontal forces is zero.
2. The magnitude of the horizontal resistance forces, F, F = TH ≈ 5997 N
is equal to the horizontal component of the tension
force, T ~.

WORKED EXAMPLE 8

In a science laboratory a 1.0-kg mass is suspended by two taut strings String 2

as shown. The tension forces in string 1 and string 2 are T String 1
~ 1 and T
~2 j˄
respectively.
42°
a. Draw a force vector diagram showing all three forces which act i˄
on the 1.0 kg mass.
1.0-kg mass
b. By resolving vectors into î and ĵ components, determine the
magnitudes of T~ 1 and T
~ 2 respectively.

CHAPTER 3 Applications of vectors in the plane 119

 THINK WRITE

a. 1. The mass has three forces acting on it: the a.

~T2
weight force vertically downwards and the
two tension forces. One tension force acts 42° ~T1
j˄
horizontally; the second acts at an angle of
42° to the horizontal. i˄
~ = ~g
W
2. Draw the force vector diagram.
b. 1. The weight vector can be written b.
~ = −g ĵ
W
as −g ĵ.
2. The first tensile force can be written ~1 = T1 î
T
as T1 î.
3. The second tensile force can be resolved as ~2 = −T2 cos 42°î
T
~2 = −T
T ~2 cos 42°î + T2 sin 42°ĵ. +T2 sin 42°ĵ
4. Express the resultant force, R ~ , as the sum of ~ = (T1 − T2 cos 42°)î
R
the three forces. +(T2 sin 42° − g)ĵ
5. Set the sum of the three vectors to zero in ~ = 0î + 0ĵ.
But R
accordance with Newton’s First Law of
Motion.
6. Set the î component of R ~ to zero and call it T1 − T2 cos 42° = 0 [1]
equation [1].
7. Set the ĵ component of R ~ to zero and call it T2 sin 42° − g = 0 [2]
equation [2].
g
8. Solve equation [2] for T2 . T2 =
sin 42°
≈ 14.6 N
9. Solve for T1 by substituting T2 into T1 = T2 cos 42°
equation [1]. ≈ 10.9 N
Note: Part b could also be solved by drawing W = g = T1 tan 42°
a triangle of forces and solving using
trigonometry. j˄
T
W~ = ~g ~2
i˄ 42°
T
~1

g
T1 =
tan 42°
≈ 10.9 N
and W = g = T2 sin 42°
g
T2 =
sin 42°
≈ 14.6 N (as in part b above)

120 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
WORKED EXAMPLE 9

A car of mass 800 kg is parked in a street which has an angle of elevation j˄

of 15°. The î direction is parallel down the street and the ĵ direction is
perpendicular to the street. i˄
The car is subject to three forces, namely its weight,~W , the normal contact 15°

force, N~ , of the road acting on the car and the applied force of the brake (this
is actually a static friction force) F ~.
a. Draw a vector diagram indicating the three forces, W ,
~
N
~ and F
~ , acting on the car, taking the car as a particle.
b. Determine the magnitude of the resultant force R.
~
c. Resolve the weight, W , into its components and express
~
it as a vector using î − ĵ notation.
d. Calculate the magnitude of N , the normal contact force.
~
e. Calculate the magnitude of the applied force of the
brake F ~.

THINK WRITE
N
~
a. 1.A stationary car parked on a street will have a a. ĵ
vertical weight force, a normal contact force and a F
~
static frictional force resisting its sliding or rolling î
15°
down the street.
W
~
2. Draw the force vector diagram.

b. 1. The car is in equilibrium since it is stationary. b.

~ =0
R
2. Apply Newton’s First Law of Motion: the resultant
force, R
~ , must be zero.
3. Therefore, the magnitude of the resultant force, R = 0N
R, is zero.
c. 1. Draw a diagram showing the resolution of the c. ĵ
weight, W ~ , into components parallel to î and ĵ. 15°
î
15°
Wy
W
~ Wx
2. The component of W~ parallel to î, Wx , is W sin 15°.
3. Substitute W = 800g and evaluate. Wx = 800g sin 15°
≈ 207g
4. The component of W parallel to ĵ, Wy , is W cos 15°. Wy = W cos 15°
5. Substitute W = 800g and evaluate. = −800g cos 15°
≈ −773g
6. Express W
~ in vector notation. ~ = Wx î + Wy ĵ
W
~ = 207g î − 773g ĵ
W

CHAPTER 3 Applications of vectors in the plane 121

 d. 1. The component of the net force parallel to the ĵ d. (N − 773g) ĵ = 0ĵ
vector is zero.
2. Solve for the magnitude of the normal N. N = 773g
e. 1. The component of the net force parallel to the î e. (207g − F) î = 0î
vector is zero.
2. Solve for the magnitude of the applied force of the F = 207g
brake, F.

Note: In general, when an object of mass m and hence weight mg is on an inclined plane with incline
~
angle 𝜃, the weight vector can be resolved into two components:

Component 1: magnitude mg sin 𝜃, acting down the plane

Component 2: magnitude mg cos 𝜃, acting perpendicular to the plane.
This is opposed by the normal contact force, N
~.

3.4.3 Friction
A body resting on a table is acted on by a number of forces. As we have discussed N
~
the weight W
~ acts downwards and is given by the formula
W~ = mass × ~ g. Friction
G
The normal reaction, N ~
~ , is the force exerted by the table on the body
which opposes and balances the weight. Suppose the body is further acted on
by a horizontal force G
~ . If the table is smooth, there is no friction and the mass W
will move to the right. If the table is not smooth a frictional force will oppose ~
the motion. The frictional force depends on the roughness of the surface and the normal reaction N
~.

Friction = 𝜇 × normal reaction, where 𝜇 is the coefficient of friction.

~ =𝜇×N
F ~

~ is less than 𝜇N
Note that this formula gives the maximum value for friction. If, in the diagram, G ~ , then the
frictional force will just balance the force G
~ .

WORKED EXAMPLE 10

A body of mass 4 kg, at rest on a table, is acted on by a horizontal N

~
force, P
~ , as shown in the figure. If the body just begins to move when
~ is 12 N, calculate the coefficient of friction between the body and the
P Friction
P
table. ~

W
THINK WRITE ~

1. The weight of the body is m × g. W=m×g

= 4 × 9.8
= 39.2 N

122 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
2. The normal force, N, must balance the weight. N=W
= 39.2 N
3. The friction will oppose P and its maximum F=𝜇×N
value is 𝜇 × N. 12 = 𝜇 × 39.2
𝜇 = 0.3

WORKED EXAMPLE 11

A body of mass 4 kg rests on a plane inclined at an angle of 30° to the Friction N

~
horizontal. It is just prevented from moving by friction. Calculate:
a. the weight, |W |
~
b. the magnitude of the normal reaction, N
~
c. the magnitude of the frictional force, F
~ W
d. the coefficient of friction, 𝜇. ~ 30°

THINK WRITE

a. Recall the formula for weight, W = m × g, and ~ || = m × g

||W
a.
substitute the known values: m = 4 kg and = 4 × 9.8
g = 9.8 m/s2 . The units are newtons. = 39.2 N
b. 1. First resolve each force into its components. b. N = Nĵ
~
Take the î direction to be down the plane and W~ = 39.2 sin 30î + −39.2 cos 30ĵ
the ĵ direction to be perpendicular to the plane. = 19.6î + −33.9ĵ
~ = −𝜇Nî
F
2. If a body is at rest, the vector sum of forces F+N+W= 0
is 0. −Fî + Nĵ + 19.6î + −33.9ĵ = 0
3. If aî + bĵ + cî + dĵ = 0, then a = −c and b = −d. The î and ĵ components add to 0.
−F = −19.6
N = 33.9
∴ N = 33.9 N
c. Take the value of F from part b3. c. F = 19.6 N
d. The coefficient of friction, 𝜇, can be calculated d. F = 𝜇N
using F = 𝜇N. 19.6 = 𝜇 × 33.9
𝜇 = 0.58

Units 1 & 2 Area 2 Sequence 2 Concepts 4, 5 & 6

Newton’s First Law of Motion Summary screen and practice questions

Friction and tension Summary screen and practice questions
Motion on an inclined plane Summary screen and practice questions

CHAPTER 3 Applications of vectors in the plane 123

Exercise 3.4 Force and the state of equilibrium

Technology active
Note: Use g = 9.8 m/s2 down for all problems involving weight.
~
1. WE7 A girl is pulling along her baby brother in a cart attached to a rope. The cart is on a horizontal path.
The rope makes an angle of 20° to the horizontal and exerts a force on the cart of magnitude 25 N.
a. Calculate the horizontal component of the force exerted on the cart by the rope.
b. Calculate the vertical component of the force exerted on the cart by the rope.
The cart moves along at a constant velocity; that is, the acceleration of the cart is zero.
c. Calculate the size of the horizontal friction force acting on the cart. Give you answer to 1 decimal
place.
2. MC A child of mass 40 kg is held on a ‘swinging rope’ at an angle of 25° to the vertical by a horizontal
force of 300 N. If T
~ is the tension force of the rope acting on the child, then:
a. the force vector diagram which best represents this situation is:

A. T B. T C. 25° D. T
65° ~ 25° ~ T
~ 25° ~
300 N 300 N 300 N 300 N

40g N 40g N 40g N 40g N

b. the horizontal component of T~ is:

A. 40g N
B. 300 N
C. 127 N
D. 272 N
c. the vertical component of T is:
~
A. 300 N
B. 127 N
C. 40g N
D. 200 N
d. the magnitude of T is nearest to:
~
A. 494 N
B. 440 N
C. 477 N
D. 92 N
3. A ship of mass m is being pulled by two tugboats. It glides through the water at constant velocity. The
angle between the two ropes connecting the two tugboats to the front of the ship is 20° and they each
support a tension of magnitude 20 000 N.

Ship 10° Tugboat

10° Tugboat
a. Draw a force vector diagram showing all three coplanar forces which act on the ship.
b. Determine the magnitude of the resultant force acting on the ship. (Be careful; use
Newton’s First Law of Motion.)
c. Calculate the magnitude of the force of friction due to the water acting on the ship, correct to
1 decimal place.

124 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
4. WE8 A swing chair of mass 8 kg is suspended by two taut
ropes as shown at right. The tension forces in rope 1 and
rope 2 are T~1 and T~2 respectively.
a. Draw a force vector diagram showing all three forces 60° 30°
which act on the swing. Rope 1 Rope 2
b. By resolving vectors into î−ĵ components find the exact
magnitudes of T ~1 and T~2 .
5. A speaker in an auditorium has a mass of 50 kg and is
suspended from the ceiling by two 4.0-m ropes. The
ropes are attached to the ceiling at points A and B
6.0 m
whose separation is 6.0 m as shown at right.
A B
a. Draw a force vector diagram showing all forces
which act on the speaker. 4.0 m
b. Calculate the angle that each rope makes with the j
~
ceiling to 1 decimal place.
c. Determine the vertical component of the tension ~i
force in each rope.
d. Give the vectors for the tensions in the left and right
rope respectively using î−ĵ notation.
e. Calculate the magnitude of the tension in each rope to
1 decimal plate.
f. The speaker is to be raised by increasing the
separation between the points A and B, but the ropes
will break if the tension exceeds 4000 N. Find the
maximum possible separation to the nearest metre
between A and B; that is, when the tensions
in the ropes are equal to 4000 N.
6. Sam earns some extra pocket money by mowing his neighbour’s front lawn. When he pushes the
lawnmower at a constant velocity he applies a force of 120 N down the shaft of the mower which is
angled at 40° to the vertical. The lawnmower has a mass of 40 kg.
a. Draw a force vector diagram illustrating all four forces acting on the
lawnmower. (Treat the lawnmower as a particle.)
b. Calculate both the vertical and horizontal components of the force that
Sam applies to the lawnmower, correct to 1 decimal place. 120 N
c. Using î− ĵ notation, write a vector equation for the resultant force, R,
~ 40°
acting on the lawnmower in terms of the four forces acting on the
lawnmower.
d. Determine the magnitude of the force of friction acting on the
lawnmower as it moves across the lawn at constant velocity.
e. Determine the magnitude of the normal contact force.
7. WE9 A 1.5-kg mass is placed on a smooth inclined plane angled at 30° to the horizontal. To stop it
from sliding down the plane a string is attached to the upper side as shown.
The unit vectors î and ĵ are also shown.

CHAPTER 3 Applications of vectors in the plane 125

 The unit vectors î and ĵ are also shown.
ĵ
î

30°
Draw a force vector diagram showing the forces which act on the mass. Label the forces N
a.
~ for the
normal contact force, T~ for the tension force and W
~ for the force arising from the effect of gravity.
b. What is the magnitude of the resultant force, R?
~
c. Determine the weight vector, W, using î−ĵ notation.
~
d. Determine the tension force, T, using î−ĵ notation.
~
e. Determine the magnitude of the normal contact force, N.
8. A 1.5-kg mass is placed on a smooth inclined plane angled at 30° to the horizontal.
To stop it from sliding down the plane a horizontal force is applied to the mass as ĵ
î
shown . The unit vectors î and ĵ are also shown. Horizontal
force, H
~
a. Draw a force vector diagram showing the forces which act on the mass. Label
the forces N ~ for the normal contact force, H
~ for the horizontal force and W
~ for 30°
the force due to gravity.
b. Determine the weight vector, W, using î−ĵ notation.
~
c. Determine the horizontal force, H, using î−ĵ notation.
~
d. Determine the normal contact force, N, using î−ĵ notation.
√ ~
||W |
| 3 | W
|~| |
e. Show that H = √~ = .
~ 3
3
9. WE 10 A box containing books has a mass of 40 kg. It requires a force of 300 N to move the box across

the floor. Calculate the coefficient of friction between the box and the floor.
10. The maximum deceleration the BMV
Tycoon can achieve under braking
is 4 m/s2 . If this vehicle has a
mass of 1900 kg, calculate:
a. the frictional force on the car
b. the normal reaction
c. the coefficient of friction between
the tyres and the road.
11. A force of 200 N is needed to keep a log
of mass 300 kg sliding along a horizontal
path. Calculate the coefficient of
friction between the log and the path.
12. WE 11 A body of mass 6 kg rests on a plane

inclined at an angle of 40° to the horizontal.

It is just prevented from moving by friction.
Calculate the:
a. weight
b. normal reaction
c. frictional force
d. coefficient of friction.
13. A book lies on a horizontal table. One end of the table is raised until, at an angle of 35°, the book starts
to slide. Calculate the coefficient of friction between the book and the table.
14. An object of mass 2 kg rests on a plane inclined at an angle of 40° to the horizontal. If the coefficient of
friction between the object and the plane is 0.2, calculate the resultant force down the plane.

126 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
3.5 Relative velocity
3.5.1 Relationship between velocities
As you sit at your desk reading this paragraph it appears that
you are not moving significantly. While this may be apparent to
someone in the room watching you, an observer with a
different point of reference may disagree entirely. As you sit in
the room you are moving around the Sun at about 100 000 km/h.
Measurement of velocity depends on the frame of reference.
Most people have experienced the sensation of movement
while sitting in a stationary train and observing a nearby train
moving. The visual messages tell our brain we are moving and,
for a moment, we become disoriented.
Consider the situation of a boy rowing a boat across a swiftly flowing river. The boy thinks he is rowing
directly towards the bank opposite but to an observer on the shore his velocity is different. The situation can
be described using vectors.
Velocity of boy relative to river

Velocity of river
Actual velocity of boy

In general the relationship between relative velocities is

~v a = ~v a rel b + ~v b

where ~v a rel b is the velocity of a (v~a ) relative to the velocity of b (vb ).

WORKED EXAMPLE 12

The pilot of a boat heads due north at a speed of 12 km/h with

respect to the water. The water moves at a velocity of 5 km/h in
an easterly direction. Calculate the velocity of the boat as seen
by an observer on the shore.

CHAPTER 3 Applications of vectors in the plane 127

 THINK WRITE

1. The velocity of the boat relative to the water ~v b rel w = 12ĵ

(v~b rel w ) is 12 m/s north. The velocity of the ~v w = 5î v 12
water (v~w ) is 5 km/h east. ~b
We want to find the velocity of the boat, ~v b . θ
Take the î direction to be easterly and the ĵ 5
direction to be northery.
2. Use the relative velocity formula.
~v b = ~v b rel w + ~v w
= 12ĵ + 5î
√
3. Write the answer as a speed and direction. |~v b | = 122 + 52
= 13
12
tan 𝜃 =
5
𝜃 = 67.4°
An observer on the shore sees the boat
moving at 13 km/h at 67.4° north of east.

WORKED EXAMPLE 13

A pilot is to fly a plane to a destination which is

450 km from his present position in a
direction N20° W. There is a wind from the
east at 22 km /h and the plane has an airspeed
of 300 km /h. In what direction should the plane
head to reach the destination?

THINK WRITE

1. Use the relative velocity formula and draw a ~v a = ~v a rel b + ~v b

diagram. 22 N
The wind velocity is ~v b and the airspeed of the
plane is ~v a rel b .
The speed of the plane, relative to the ground is ~v a . 300
v
~a
20°

128 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
 2. Let x be the direction the plane needs to head. 22 N
Recall the sine rule: 70°

a b c
= = 300
sin A sin B sin C
and substitute 20°
x
a = 22, A = x, b = 300 and
B = 180° − (90 + 20)°
= 70°.
sin x sin 70°
=
22 300
sin x = 0.0689

x = 3.95°
3. Solve for the plane’s required direction. Direction = 20° − 3.95°
= 16.05°
The plane should head 16.05° west of
north or N16.05°W

Units 1 & 2 Area 2 Sequence 2 Concept 7

Relative velocity Summary screen and practice questions

Exercise 3.5 Relative velocity

Technology active
1. The pilot of a boat heads due east at a speed of 16 km/h with respect to the water. The water
WE12

moves south at a velocity of 4 km/h. Calculate the velocity of the boat as seen by an observer on the
shore, correct to 1 decimal place.
2. A plane with an airspeed of 300 km/h heads due north. A wind blows from the west at 30 km/h.
Determine the velocity of the plane relative to the ground, correct to 1 decimal place.
3. A rowing crew heads across river at 15 m/s. The crew heads in a direction 45° north of west. At the same
time the current flows at 3 m/s due north. What is the speed and direction of the boat on the river? Give
your answer to 1 decimal place.
4. WE13 The driver of a cross-river ferry wants to head to
a pier directly across the stream, at right angles to
the bank. His boat can travel at 20 km/h and there is a
current flowing downstream at 6 km/h. At what angle to
the bank should the driver head in order to travel directly
across the river?

CHAPTER 3 Applications of vectors in the plane 129

5. A passenger on a cruise ship walks at 6 km/h towards the stern (the back) of the ship. The ship travels at
19 km/h in a north-westerly direction. Determine the speed of the passenger with respect to the water.
6. Copy and complete the following table.

va vb va rel b
˜ ˜ ˜
a 40 m/s N 20 m/s E
b 15 m/s S 20 m/s N
c 25 m/s NE 20 m/s E
d 4 m/s SE 30 m/s W
e 3 m/s 30° S of E 5 m/s 25° W of N
7. A cyclist rides north at 15 km/h and observes that the
wind appears to come to her from the north-east. On the
return journey she rides at the same speed in the opposite
direction. Now the wind appears to be coming from the
south-east. Calculate the true speed and direction of
the wind.
8. A cyclist rides north at 15 km/h and observes that the
wind appears to come to her from the north-east. On the
return journey she rides at the same speed in the opposite
direction. Now the wind appears to be coming from 30° south of east. Calculate the true speed and
direction of the wind.
9. As a jogger runs along level ground at 9 km/h, the rain appears to be heading directly towards her at an
angle of 10° with the vertical. When she turns around and travels at the same speed in the opposite
direction the rain still appears to be coming directly towards her but now makes an angle of 5° with the
vertical. Calculate the speed and direction of the rain.

130 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
3.6 Review: exam practice
A summary of this chapter is available in the Resources section of your eBookPLUS at www.jacplus.com.au.
Simple familiar
1. A body is in equilibrium under the action of three forces f 1 , f 2 and f 3 .
~ ~ ~
f 1 = −3î + 7ĵ and f 2 = 5î + 2ĵ
~ ~
Determine the magnitude of the vector f 3
~
2. If the three forces shown are in equilibrium, determine the magnitude of the force F.

20 N
F
60°

20 N

3. Two forces, equal in magnitude, are sufficient to keep the mass shown at right in
equilibrium against the force of gravity.

50°

2 kg

Calculate the magnitude of each force, to 1 decimal place.

4. An object is in equilibrium under the action of three forces f 1 , f 2 and f 3 .
~ ~ ~

f2 = 40 N
~
f1 = 80 N
f3 ~
~

Calculate the magnitude and direction of f 3 to 1 decimal place.

~
5. Three coplanar forces have magnitudes of 400 N, 500 N and 600 N. They act on a body such that the
resultant force is zero. Find the angle between the 500 N and 600 N forces.
6. A body of mass 6.0 kg is suspended from a ceiling by two ropes. The angle between the two ropes is 90°
and they are connected to the ceiling at points A and B respectively. The tension, T2 , in rope 2 is twice
the tension, T1 , in rope 1. Give you answers to 1 decimal place where appropriate.
a. Draw a force vector diagram for the 6.0 kg mass.
b. Calculate the magnitudes of the tensions T1 and T2 .
c. Find the angles that rope 1 and rope 2 make with the horizontal.
√
5x
d. If rope 1 has a length x, show that the distance AB is .
2
7. A mass of 4 kg rests on a plane which has a coefficient of friction of 0.25.

P
~

40°

CHAPTER 3 Applications of vectors in the plane 131

 Calculate the minimum force P~ , acting parallel to the plane, needed to prevent the mass slipping down
the plane.Give your answer to 1 decimal place.
8. MC Of the following quantities, which one contains only vectors?
A. Displacement, velocity, force
B. Distance, velocity, force
C. Displacement, speed, force
D. Displacement, velocity, force, mass
9. If î and ĵ represent unit vectors in the directions of east and north respectively, evaluate a force of
√
magnitude 3 2 newtons in the southeast direction.
10. The vector 12 î + y ĵ makes an angle of 150° with the y-axis. Determine the value of y.
11. MC Given the vectors ~ a = 2î − 3ĵ and ~ b = −3î + ĵ:
A. a
~ is parallel to b
~
B. the vector 2a +
~ 3b ~ is parallel to the x-axis
C. the vector 2a~ + 3b
~ is parallel to the y-axis
D. None of the above.
12. A ship travels a distance d km on a bearing of N𝜃°W where 0° < 𝜃 < 90° from an origin O. If î and ĵ
represent unit vectors in the directions of east and north respectively, determine the position vector of
the ship from the origin.
Complex familiar
13. MC If v a = 2î + 3ĵ and v b = −2î + 2ĵ, the value of v a rel b is
~ ~ ~
A. 5ĵ B. 4î + ĵ C. −4î − ĵ D. ĵ
14. A river flows from north to south at 5 km/h. A boat heads directly across the river from the river bank to
the other side at 11 km/h. Find the true velocity of the boat.
15. A cyclist travels at 15 km/h on a road heading east. When she is travelling in this direction the wind
appears to be coming from a direction 60°E of N. When she turns around and travels west on the road at
the same speed the wind appears to come from 60°W of N. Find the true speed and direction of
the wind.
16. While on holidays, Lilly hired a Segway as a great way to move
around and explore the city. One day she travelled 500 metres
on a bearing S28°E then turned and travelled 800 metres on
a bearing S67°W. If î and ĵ represent unit vectors of magnitude
1 metre in the directions of east and north respectively, find
her position vector from the starting point. Hence, find her
displacement, correct to 1 decimal place, and her true bearing
from her starting point.

Complex unfamiliar
17. Arnie is pushing against a trailer, preventing it from rolling down
a hill. The trailer has a mass of 200 kg and the hill is on an
incline of 15° to the horizontal. At the moment there is no
problem because Arnie is capable of pushing with a force of
1000 N parallel to the plane.
However, it is raining and the trailer is filling with water at a
rate of 25 litres per minute. How long will Arnie be able to hold
the trailer and stop it from running down the hill?

132 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
18. When the surf gets big at Kirra there is always a sweep running from south to north.

Take-off area
Sweep = 4 km/h
120 m
Water
Shore

Jodie is heading out at 8 km/h. If she heads directly out to sea and she wants to get to the take-off area,
how far up the beach should she walk before paddling out?
19. A ball of mass 0.20 kg is shot vertically in the air. It decelerates under the action of two forces: the
weight force and the force of air resistance. When the ball moves with a speed of 40 m/s, it has an air
resistance of 1.0 N. When the ball is stationary, the air resistance force is equal to zero.
a. Determine the magnitude and direction of the resultant force acting on the ball when it is moving
upwards at a speed of 40 m/s.
b. Determine the magnitude and direction of the resultant force acting on the ball when it is at its
maximum height above the ground.
Later, the ball is travelling toward the ground at 40 m/s.
c. Determine the magnitude and direction of the resultant force acting on the ball when it is moving
downwards at a speed of 40 m/s.
20. In a James Bond movie scene, a car of mass 1500 kg rolls in a straight line from rest down a road
inclined at 10° from the horizontal. It takes 10 seconds for the car to reach the bottom of the incline at a
speed of 43.2 km/h where the road becomes level. The handbrake of the car was on, providing a
constant retardation force of 20g newtons.
a. Calculate the value of the coefficient of friction correct to 3 decimal places.
At the bottom of the incline the car jolts, and the handbrake is rendered inactive.
b. How much further does the car travel? (Give your answer to the nearest tenth of a metre.)

Units 1 & 2 Sit chapter test

CHAPTER 3 Applications of vectors in the plane 133

Answers c. i. −9î − 4ĵ
ii. 6î + 3ĵ
√ √
Chapter 3 Applications of vectors iii. (3 5 − 2 2 )î + ĵ √
i. î + 2ĵ i. √ 5
in the plane 5. a.
√ b.
ii. 2 −1
ii. ( 2 − 1)î
Exercise 3.2 Displacement and velocity c. i. 63.4° d. i. −î − 2ĵ
√
1. a. 7î − 24ĵ b. 25 km 163°44′T ii. 0° ii. (1 − 2 )î
2. a. −500î − 1200ĵ b. 1300 m 202°37′T 6. a. i. 61.4 N at N9.4°W b. i. 50î − 5ĵ
3. a. −14.34î − 55.48ĵ b. 57.26 km S14°30′W
ii. 61.4 N at S9.4°E ii. −50î + 5ĵ
c. i. −4î + 12ĵ d. i. 2.9 N at N26.9°W
4. a. −261.67î + 144.44ĵ b. 298.89 km N61°6′W ii. 4î − 12ĵ ii. 2.9 N at S26.9°E
5. a. −2.13î − 6.13ĵ b. 6.49 km 19°5′T 7. a. 10 N b. 120°

6. a. −4.98î + 60.74ĵ b. 60.94 km N4°39′W 8. 79.2°

7. a. 4.34î − 1.49ĵ b. 4.59 km 109°4′T 9. a. 77°

b. 37.6 N
8. a. 299.69î − 2341.75ĵ b. 2360.85 m 172°42′T
c. Sample responses can be found in the worked solutions
9. a. −9.09î + 3.18ĵ b. 9.63 km N 70°43′W in the online resources.
10. a. 367.26î + 889.02ĵ b. 961.9 m 22°27′T
11. a. 151.92î + 80.64ĵ b. 172 km 62°2′T
√ Exercise 3.4 Force and the state of equilibrium
12. (d1 + d2 sin (𝜃)) î + d2 cos (𝜃) ĵ, d21 + d22 + 2d1 d2 sin (𝜃)
1. a. 23.5 N b. 8.6 N c. 23.5 N
13. (d1 cos (𝜃1 ) − d2 cos (𝜃2 )) î + (d1 sin (𝜃1 ) + d2 sin (𝜃2 )) ĵ, 2. a. D b. B c. C d. A
√
d21 + d22 − 2d1 d2 cos(𝜃1 + 𝜃2 ) 3. a. Drag force
due to Tugboat
water 10° T
~
~F Ship 10° T
Exercise 3.3 Force and the triangle of forces ~
Tugboat
N b. 0 N
1. a. ~ b. ~D
c. 39 392.3 N

Book Ball 4. a. 60° 30°

T T
~2 ~1
ĵ
W W
~
~
c. N
~ d. N
~ î 8g N
~
b. T1 = 4g N;
√
~F A
Car ~ ~F A
Boat ~ T2 = 4 3 g N
5. a.
W W ~Tleft ~Tright
~ ~
Speaker
e. N
~ f. N
~
W
Sliding object ~F ~A b. 41.4° ~
Accelerating car
c. 245 N
W
~
W d. Left rope: −278î + 245ĵ N; right rope: 278î + 245ĵ N
~ e. 370.6 N
g. N
~ h. N
~ f. 8.0 m
~F ~F
Body at rest 6. a. N
~
Sliding
body A = 120 N at
W
~ W
~
~ ~F
40° to
i. Ball moving j. D vertical
~ = 40g
W
up ~
~
W Ball moving
~ down b. Av = 91.9 N down
D
~ AH = 77.1 N left
W c. R = (Ffriction − 77.1) î + (N − 483.9) ĵ = 0
√ √ √~ √
~
d. 77.1 N
2. a. (4 + 3 3 )î + (3 + 4 3 )ĵ b. 100 + 48 3 = e. 483.9 N
13.53 N
3. a. C b. A 7. a. ~N b. 0 N c. −7.4î −12.7ĵ N
√
4. a. i. 9î + 4ĵ b. i. 97 ~T
√
ii. 3 5 Mass
ii. −6î − 3ĵ
√ √ √ √ W
iii. (2 2 − 3 5 )î − ĵ iii. 54 − 12 10 d. 7.4 N ~ e. 12.7 N

134 Jacaranda Maths Quest 11 Specialist Mathematics Units 1 & 2 for Queensland
 8. a. N
~ 3.6√Review: exam practice
Mass H 1. 85
~
2. 34.6 N

W 3. 10.8 N
~
b. −7.4î − 12.7ĵ N 4. 89.4 N at 153.4° to f 1
~
c. 7.4î − 4.3ĵ N 5. 138.6°
d. 17ĵ N 6. a. Sample responses can be found in the worked solutions
e. Sample responses can be found in the worked solutions in the online resources.
in the online resources. b. 26.3 N, 52.6 N
9. 0.77
c. 26.6°, 63.4°
10. a. 7600 N b. 18 620 N c. 0.41
d. Sample responses can be found in the worked solutions
11. 0.07 in the online resources.
12. a. 58.8 N b. 45.04 N c. 37.8 N d. 0.84 7. 17.7 N

13. 0.7 8. A

14. 9.6 N 9. 3î − 3ĵ
√
3
10. − 2
Exercise 3.5 Relative velocity 11. D
1. 16.5 km/h at 14.0° S of E 12. −d sin (𝜃) î + d cos (𝜃) ĵ
2. 301.5 km/h at 5.7° E of N 13. B
3. 17.3 m/s at 52.1° N of W 14. 12.1 km/h at 65.6° to the bank

4. 72.5° 15. 8.7 km/h N (i.e. from the north)

5. 13 km/h 16. −501.7î − 754.1ĵ; distance 905.7 km, bearing 213°38′T

17. 7 minutes 46 seconds
6. a. 45 m/s at 27° W of N
b. 5 m/s N 18. 60 m
c. 18 m/s at 8° W of N 19. a. 2.96 N down
d. 33 m/s at 5° S of E b. 1.96 N down
e. 8 m at 52° S of E c. 0.96 N down
7. 15 km/h E (i.e. towards the west) 20. a. 0.038 b. 193.3 m
8. 19.4 km/h 78° W of S
9. 68.3 km/s at 2.5° towards the jogger’s original direction

CHAPTER 3 Applications of vectors in the plane 135